Month

September 2016

Our 2nd Unit will include readings and activities below. When work is assigned, it will include the due date as well. Students should arrive at the Beginning of class with the work listed.

Unit two will include selections from Tindall and Shi Chapter 7 (and, likely, 8). For ALL assigned work in Tindall and Shi, students should take notes on the material in the chapter.

In addition, the history journal will include assigned work below:

Your notes from Monday evening, September 26th –the first Presidential Debate – Students will be expected to watch the debates. They begin at 6pm Pacific Time and will last roughly 90 minutes. In class (27th), we conducted some research and did some analysis. Include the product of your efforts in your 2nd history journal.

Chapter 7 ALL PAGES is due on Wednesday, September 28. Why not break it up into two sections?

Beginning to Shay’s Rebellion (roughly 11 pages) [weekend]

Shay’s Rebellion to the end of the chapter (16) [Tuesday night]

As homework for September 28th, please answer – in one quality paragraph – a typed response to the same question you addressed in class today: “Considering revenue, slavery, and statehood… In what ways did the Northwest Ordinance of 1787 acknowledge that the fledgling federal government had learned from colonial mistakes?” Be sure to include specifics (and, likely, quotes) from Tindall and Shi in your response. Use page numbers in lieu of MLA formatting. This is due at the beginning of class September 29.

For the unit test and fishbowl 10/11 and 10/12, consider these Constitutionalquestions and how they are applied in the events/conflicts of the early 19th century.

How does the Supremacy Clause work?

What is the concept of nullification?

How are sectional identities changing?

In what ways was the Constitution ‘fleshed out’ in the years following its ratification?

For homework…

For 10/12, answer your question with examples from the fishbowl

Group 3 had the following prompt:

How are laws passed (what is the process?)

How are amendments passed (process?)

[and importantly] In the Constitution, where is the provision to determine the constitutionality of legislation? Whose job is it?

Watch the Presidential Debate Monday September 26th @ 6pm

Complete the 3-column Continental Congress-to-Constitutional Convention chart you started on September 30. Add Tindall and Shi events. Due October 3.

Create a timeline of dates and events from the Revolution’s end to 1805. In listing your events, find a way (color, shapes, fonts, etc.) to group the events around emerging themes. You are in charge of determining themes (but a good starting place is the list of topics we discussed in class on 10/4). Pull the events from the U.S. Constitution and the Woodard readings above as well as the two-page textbook reading handed out in class. Due October 5. This should take you 30-45 minutes if you work from your notes/readings.

Before the test, you will turn in your history journals. Click here and print out the content sheet for the homework and daily work assignments that should be in the journal. Be sure to arrive at class with the journal already organized so you’re not distracted on the day of the test.

We will primarily read from three sources for this introductory unit. Your unit test will be Thursday, 9/22 on Friday 9/23. As explained in class, there will be six or seven short-answer (brief paragraph) questions. The questions will come from the assigned readings and video shared, discussed, and compared in class. Most of the readings (except Carr) are listed below. Unless otherwise noted, for each reading you should:

print a copy of the text assigned

critically read the selection (this involves marking and commenting on the text)

Here are some optional readings in Tindall and Shi. As a detail, sometimes the page numbers are a bit off, so consider the subheadings. The content in these passages will help you review if you so choose this route. I have bolded the ones that are most helpful for the test.

As with any review strategies, feel free to include your notes (if you take them) into your journal.

I am sorry that my coaching duties conflict with Curriculum Night this year. Please know that you are in good hands. My teaching partner, Christy Boas will walk you through the academic expectations of the class. If possible, Will Paananen – another IB History teacher here at Skyline – will stop by to give a brief overview of the IB History curriculum.

In addition, please work to complete the linked survey with your son or daughter. I’m hoping to collect your responses to inform both my instruction of the class as well as the rubrics I will create – particularly for group projects. I would like the survey input be Sunday evening. I look forward to reading your responses.

Disclaimer

The Issaquah School District reserves the right to remove any user-generated content it deems inappropriate or not relevant to the topic of the forum. This includes language that has obscene language or sexual content, threatens or defames any person or organization, violates the legal ownership interest of another party, supports or opposes political candidates or ballot propositions, promotes illegal activity, promotes commercial services or products, or is not topically related to the particular posting, or contains contents that promote, foster, or perpetuate discrimination on the basis of race, creed, color, age, religion, gender, marital status, status with regard to public assistance, national origin, physical or mental disability, or sexual orientation. The District will not, however, remove otherwise permissible comments based on viewpoint. Any content posted to this site may be subject to public disclosure under the Washington State Public Records Act, ch. 42.56 RCW.